SCHOOL PSYCHOLOGIST
1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL
Key responsibilities of the School Psychologist
School psychologists will need:
a) to be knowledgeable of current curriculum and evidence-based instructional practices;
b) to participate in on-going professional development/in-service in both regular and inclusive education;
c) to be committed to inclusion.
The School Psychologist collaborates with individual teachers, school administrators, and school system staff to develop and evaluate prevention programs. This may include:
a) Primary or Tier 1 prevention programs that involve all staff and students that foster the learning and mental health of students
(e.g., evidence-based literacy and numeracy education in primary classrooms; prevention of bullying; social and emotional
learning);
b) Secondary or Tier 2 prevention programs that are delivered to students who are at-risk students for learning or mental health
difficulties;
c) Tertiary or Tier 3 academic, behavioural or psychosocial interventions for students with diagnosed disabilities or mental health
difficulties.
The School Psychologist consults with school-based, District and community partners, parents/guardians, and students as appropriate to:
a) assist schools in the identification and planning process, at both the school and District levels, for learners with complex
needs;
b) collaborate with school-based teams to develop and implement pre-referral interventions;
c) provide information regarding the referral process;
d) offer suggestions/recommendations surrounding educational program planning;
e) conduct psycho-educational assessments in accordance with District guidelines;
f) meet with the school, parents/guardians, and the student as appropriate, to discuss the results of the psycho-educational
assessment;
g) provide a written report for each assessment, available to the school, the District and parents/guardians; and the student as
appropriate;
h) attend meetings (e.g., School-based team, Integrated Case Management);
i) participate on district committees where appropriate;
j) develop information resources;
k) provide in-service to paraprofessionals, teachers, principals/vice principals;
l) collaborate with community partners;
m) conduct research on many topics relevant to the profession including literacy, numeracy, social-emotional health and
well-being, behaviour, etc.;
n) provide input and recommendations in relation to district-level placement or placement review meetings;
o) School Psychologists who are licensed/registered may provide supervision to practicum students, interns, and school
psychology department staff who are not licensed/registered in British Columbia.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
a) a Master's Degree or equivalent in School Psychology;
b) eligibility for membership in the B.C. Association of School Psychologists (BCASP).
3. PREFERRED QUALIFICATIONS/EXPERIENCE
Nil.
4. REPORTING STRUCTURE
The personnel in this position are accountable in the execution of their assigned duties to a Director of Instruction - Student Support or designate.
Revised July 2021
